magistrsko delo
Tamara Biderman (Author), Barbara Sicherl-Kafol (Mentor)

Abstract

Glasbenodidaktične igre uresničujemo v okviru glasbenih dejavnosti izvajanja, poslušanja in ustvarjanja, s katerimi razvijamo učenčeve glasbene sposobnosti, spretnosti in znanja ter uresničujemo učne cilje na kognitivnem (spoznavnem), čustveno-motivacijskem (afektivnem) in psihomotoričnem (telesno-gibalnem) področju. Vključevanje le-teh v pouk glasbene umetnosti je ključno pri celostnem vzgojno-izobraževalnem pristopu učenja in poučevanja glasbene umetnosti tako v prvem kot tudi v drugem vzgojno-izobraževalnem obdobju. Z magistrskim delom smo raziskali, kako učitelji razrednega pouka v prvem in drugem vzgojno-izobraževalnem obdobju načrtujejo glasbenodidaktične igre pri pouku glasbene umetnosti; katera didaktična gradiva uporabljajo; katere učne cilje vključujejo v glasbenodidaktične igre in kako ocenjujejo pomembnost načrtovanja in izvajanja glasbenodidaktičnih iger pri pouku glasbene umetnosti. Zanimalo nas je tudi, ali se pojavljajo statistično pomembne razlike v pogostosti načrtovanja glasbenodidaktičnih iger pri pouku glasbene umetnosti glede na število let poučevanja učiteljev in dodatno glasbeno izobraževanje učiteljev razrednega pouka. Raziskavo smo izvedli s kvantitativnim raziskovalnim pristopom, podatki pa so bili pridobljeni z anketnim vprašalnikom. V raziskavo so bili vključeni učitelji razrednega pouka, ki poučujejo glasbeno umetnost v prvem (1., 2., 3. razred) in v drugem (4., 5. razred) vzgojno-izobraževalnem obdobju osnovne šole. Izsledki raziskave kažejo, da so učitelji razrednega pouka naklonjeni načrtovanju glasbenodidaktičnih iger pri pouku glasbene umetnosti tako v prvem kot tudi v drugem vzgojno-izobraževalnem obdobju ter da se zavedajo pozitivnega vpliva, ki ga ima izvajanje glasbenodidaktičnih iger na glasbeni in celostni razvoj otroka. Učitelji razrednega pouka glasbenodidaktične igre v pouk glasbene umetnosti vključujejo do dvakrat na mesec. Najpogosteje jih uporabljajo kot sredstvo za ponavljanje in utrjevanje ter ohranjanje motivacije. Učitelji v prvem vzgojno-izobraževalnem obdobju glasbenodidaktične igre načrtujejo sami ob pomoči priročnikov, v drugem vzgojno-izobraževalnem obdobju pa pri načrtovanju uporabljajo učbenike. Tako v prvem kot tudi v drugem vzgojno-izobraževalnem obdobju so v glasbenodidaktične igre vključeni učni cilji glasbenih sposobnosti, glasbenih spretnosti in glasbenih znanj, statistično pomembne razlike pa se med učitelji, ki poučujejo v različnih vzgojno-izobraževalnih obdobjih, pojavljajo v pogostosti načrtovanja naslednjih učnih ciljev: razvijanje spretnosti igranja na otroška glasbila; glasovna higiena in vokalna tehnika; oblikovanje, utrjevanje in uporaba glasbenih izrazov; orientacija v slikovnih glasbenih zapisih in orientacija v notnih zapisih. Rezultati raziskave razrednim učiteljem in drugi strokovni zainteresirani javnosti predstavljajo obstoječe stanje načrtovanja glasbenodidaktičnih iger v prvem in drugem vzgojno-izobraževalnem obdobju pri pouku glasbene umetnosti v slovenskih osnovnih šolah, s tem pa tudi prispevek k didaktiki glasbene vzgoje.

Keywords

celostni vzgojno-izobraževalni pristop;glasbena umetnost;glasbenodidaktične igre;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [T. Biderman]
UDC: 78:373.3(043.2)
COBISS: 11983689 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Planning of musical didactic games for music lessons in the first and second triad of elementary school
Secondary abstract: Musical didactic games are realized with musical activities of performing, listening, and creating, with which pupils' musical competences, skills and knowledge, as well as the learning objectives are developed at cognitive, emotional-motivational, and psychomotor level. To include those in musical education lessons is crucial for integral educational approach to teaching musical education in both, first and second triad of elementary school. In this master thesis, we have researched how elementary school teachers of first and second triad of elementary school plan musical didactic games in their music education lessons; which teaching materials they use; which learning objectives they include in musical didactic games; and how they evaluate the importance of planning and performing of musical didactic games in the music education lessons. We have also researched if there are statistically significant differences in planning of musical didactic games in the music education lessons according to the number of years the teachers have spent teaching and their additional music education. We have used a quantitative analysis approach and the data was acquired by the means of a questionnaire. People included in the research were elementary school teachers that teach music education in first (1., 2., 3. grade) and second (4., 5. grade) triad of elementary school. Our research results have shown that the surveyed elementary school teachers are inclined towards planning the musical didactic games at their lessons in first, as well as second triad of elementary school and are aware of the positive effects this type of games has on the musical and overall development of a child. Elementary school teachers include musical didactic games into their lessons up to twice a month. They most frequently use them as a tool for repeating, refreshing, and maintaining motivation. Teachers in the first triad of elementary school plan the musical didactic games by themselves with the help of teacher's guides, in the second triad they use textbooks for planning the same type of games. Musical didactic games in the first, as well as second triad of elementary school include learning objectives which are based on musical competences, musical skills, and musical knowledge. We have, however, found that there are statistically significant differences among the teachers that teach in different triads of elementary school in the frequency of planning these learning objectives: developing the skills of playing children's musical instruments; voice hygiene and vocal technique; shaping, strengthening the knowledge of, and using musical expressions; orientation in imagery music records, and orientation in musical notations. The research results present the existing state of planning the musical didactic games in music education lessons in first and second triad of elementary school in Slovenia, to the elementary school teachers or other professionally interested public, and is a significant contribution to didactics of musical education.
Secondary keywords: primary education;music;osnovnošolski pouk;glasba;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 74 str.
ID: 10928706